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Personal Development
Quarter 2 Module 2:
The concepts about social
influence, group leadership and
followership

GOVERNMENT PROPE
NOT FOR SALE
Personal Development- Grade 11
Alternative Delivery Mode
Quarter 2 – Module 2: the concepts about social influence, group
leadership and followership
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

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approval of the government agency or office wherein the work is created shall
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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Nika Audrey C. Bartolome
Editors:
Reviewers:
Layout Artist/
Illustrator:
Management Tolentino G. Aquino Joan A. Corpuz
Team:

Printed in the Philippines by:_____________________________________________

Department of Education
Office Address: Flores St. Catbangan, City of San Fernando, La Union
Telefax: (072) 607- 8137/ 682-2324
E-mail Address: region1@deped.gov.ph
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Personal
Development
Quarter II – Module 1:
The concepts about social
influence, group leadership
and followership
Introductory Message
For the facilitator:

Welcome to the Personal Development Alternative Delivery Mode

(ADM) Module on the concepts about social influence, group leadership
and followership!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box
in the body of the module:

Note to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module.

For the learner:

Welcome to the Physical Education Alternative Delivery Mode (ADM)

Module on Active Recreation: Strength Training and Yoga!

The hand is one of the most symbolized parts of the human body. It
is often used to depict skill, action and purpose. Through our hands we may
learn, create and accomplish. Hence, the hand in this learning resource
signifies that you as a learner is capable and empowered to successfully
achieve the relevant competencies and skills at your own pace and time.
Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and

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time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts with their corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn
in the module.

What I Know This part includes an activity that aims

to check what you already know about
the lesson to take. If you get all the
answers correctly, you may decide to
skip this module.

What’s In This is a brief drill or review to help you

link the current lesson with the
previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.

What is It This section provides a brief discussion

of the lesson. This aims to help you
discover and understand new concepts
and skills.

What’s More This comprises activities for

independent practice to strengthen
your understanding and skills of the
topic. You may check the answers in
the exercises using the Answer Key at
the end of the module.
What I Have This includes questions or open-ended
Learned statements to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life
situations.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge
or skill of the lesson learned. This also
develops retention of learned concepts.

Answer Key This contains answers to all activities in

the module.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do ii not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!

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 What I Need to Know

This module was specifically developed and designed to provide you fun
and meaningful learning experience, with your own time and pace.

The module is divided into two lessons, namely:

 Lesson 1 – Social Relationship
 Lesson 2 - Leadership and Followership
 Lesson 3 – Social Influence
After going through this module, you are expected to:
 distinguish the various roles of different individuals in society and how
they can influence people through their leadership or followership; EsP-
PD11/12SR-IIb10.1
 compare one’s perception of himself/herself and how others see him/her;
EsP-PD11/12SR-IIc10.2
 conduct a mini-survey on Filipino relationships (family, school, and
community) - EsP-PD11/12SR-IIc10.3

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 Lesson

1 Social Relationship

What I Know

What do you know about social relationship? In what way do you think
social relationship is different form personal relationship?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What’s In

Activity: MY ORGANIZATIONS
Name of Organization Type of Organization My position or role in the
organization

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 What’s New

Reading: HOW CULTURE SHAPES MANY ASPECTS OF ADOLESCENT

DEVELOPMENT
As you have known by now, the relationships adolescents have with their peers,
family, and members of their social sphere play a vital role in their development.
Adolescence is a crucial period in social development, as adolescents can be easily
swayed by their close relationships. Research shows there are four main types of
relationships that influence an adolescent: parents, peers, community, and society. In
this part of the module, we will focus on Community, Society, and Culture. There are
certain characteristics of adolescent development that are more rooted in culture than
in human biology or cognitive structures. Culture is learned and socially shared, and
it affects all aspects of an individual's life. Social responsibilities, sexual expression,
and belief-system development, for instance, are all likely to vary based on culture.
Furthermore, many distinguishing characteristics of an individual (such as dress,
employment, recreation, and language) are all products of culture.
Many factors that shape adolescent development vary by culture. For instance,
the degree to which adolescents are perceived as autonomous, or independent, beings
varies widely in different cultures, as do the behaviors that represent this emerging
autonomy. The lifestyle of an adolescent in a given culture is also profoundly shaped
by the roles and responsibilities he or she is expected to assume. The extent to which
an adolescent is expected to share family responsibilities, for example, is one large
determining factor in normative adolescent behavior: adolescents in certain cultures
are expected to contribute significantly to household chores and responsibilities, while
others are given more freedom or come from families with more privilege where
responsibilities are fewer. Differences between families in the distribution of financial
responsibilities or provision of allowance may reflect various socioeconomic
backgrounds, which are further influenced by cultural norms and values.
Adolescents begin to develop unique belief systems through their interaction with
social, familial, and cultural environments. These belief systems encompass everything
from religion and spirituality to gender, sexuality, work ethics, and politics. The range
of attitudes that a culture embraces on a particular topic affects the beliefs, lifestyles,
and perceptions of its adolescents, and can have both positive and negative impacts
on their development. As an example, early-maturing girls may suffer teasing or
sexual harassment related to their developing bodies, contributing to a higher risk of
depression, substance abuse, and eating disorders.

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Reading: TEENAGERS WHO JOIN YOUTH GROUPS AND OTHER CLUBS ARE
HAPPIER AND LESS LIKELY TO DRINK
Teenagers who belong to youth groups and other clubs lead happier lives and
are less likely to drink or smoke, a research shows. Although they may be exposed to
more peer pressure, researchers found they were also more socially able and likely to
be physically active. And the benefits increased the more groups that they joined, the
findings show.
Teens should be encouraged to join clubs, international researchers, including
a group from the University of Hertfordshire, advise. The findings show that they were
a fifth less likely to smoke and to ever have been drunk than other teenagers their age.
They were also a fifth more likely to eat fruit and vegetables regularly. The study also
found taking part in club activities increased the youngsters' happiness levels. Those
who rated their lives as highly satisfactory were 51 per cent more likely to belong to a
sports club than those who were less happy. The study looked at 15-year-olds across
six countries – England, Canada, Belgium, Italy, Poland and Romania. However, the
study suggests that not all clubs for young people offered the same health benefits.
Youngsters were two thirds more likely to smoke if were members of political
organizations or youth clubs than if they joined no clubs at all. “The present findings
support the notion that encouraging participation in a range of associations is a useful
and beneficial policy goal especially for young people, increasing their facility to access
and become part of wide-ranging networks,” the authors report in their findings,
published in the Journal of Epidemiology and Community Health.

What is It

Social Relationship
In this chapter, we will expand the relationships of adolescents to a wider group
of people, such as schoolmates, school authorities, neighbors, community
acquaintances, fellow members of social organizations, strangers they often meet
casually in social gatherings, and even the small groupings of friends in school usually
referred to as cliques.

Social relationship tends to be less intimate, with lesser self-disclosure

involved, but may still be exclusive, and may demand certain level of loyalty as
in fraternities or religious organization, and to a lesser extent, loosely knitted
social clubs like practitioners of certain specialized professions.

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 What’s More

Activity: Description of My Social Group

Write about one of your social groups, it’s nature activities, and benefits.
Include a photo of yourself with the group.

What I Have Learned

Direction: Answer the following questions:

1. Explain why social relationship are necessary for the survival of human
beings.
2. How important are social relationships to adolescent?

Lesson

2 LEADERSHIP & FOLLOWERSHIP

What’s New

Reading: LESSONS ON LEADERSHIP AND MEMBERSHIP FROM FABLES

Can you identify the lesson being taught by each story?
1. The Farmer and the Stork
A Farmer placed nets on his newly sown plough lands, and caught a quantity of
Cranes, which came to pick up his seed. With them he trapped a Stork also. The
Stork having his leg fractured by the net, earnestly besought the Farmer to spare
his life. “Pray, save me, Master,” he said, “and let me go free this once. My broken

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 limb should excite your pity. Besides, I am no Crane, I am a Stork, a bird of
excellent character; and see how I love and slave for my father and mother. Look
too, at my feathers, they are not the least like to those of a Crane.” The Farmer
laughed aloud, and said, “It may be all as you say; I only know this, I have taken
you with these robbers, the Cranes, and you must die in their company.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/

2. The Hunter and the Woodsman

A hunter, not very bold, was searching for the tracks of a Lion. He asked a man
felling oaks in the forest if he had seen any marks of his footsteps or knew where
his lair was. “I will,” said the man, “at once show you the Lion himself.” The
Hunter, turning very pale and chattering with his teeth from fear, replied, “No,
thank you. I did not ask that; it is his track only I am in search of, not the Lion
himself.”
Source: http://ancienthistory.about.com/library/bl/bl_aesop_hunter_woodman.htm

3. Bear and man lying down

Two men were traveling together, when a bear suddenly met them on their
path. One of them climbed up quickly into a tree, and concealed himself in the
branches. The other, seeing that he must be attacked, fell flat on the ground, and
when the Bear came up and felt him with his snout, and smelt him all over, he
held his breath, and feigned the appearance of death as much as he could. The
Bear soon left him, for it is said he will not touch a dead body. When he was quite
gone, the other traveler descended from the tree, and accosting his friend, jocularly
inquired “what it was the Bear had whispered in his ear?” he replied, “He gave me
this advice: Never travel with a friend who deserts you at the approach of danger.”
Source: http://www.moralstories.org/the-bear-and-the-two-friends/

4. Goatherd and the wild goats

A Goatherd, driving his flock from their pasture at eventide, found some Wild
Goats mingled among them, and shut them up together with his own for the night.
The next day it snowed very hard, so that he could not take the herd to their usual
feeding places, but was obliged to keep them in the fold. He gave his own goats just
sufficient food to keep them alive, but fed the strangers more abundantly in the
hope of enticing them to stay with him and of making them his own. When the
thaw set in, he led them all out to feed, and the Wild Goats scampered away as fast
as they could to the mountains. The Goatherd scolded them for their ingratitude in
leaving him, when during the storm he had taken more care of them than of his
own herd. One of them, turning about, said to him: “That is the very reason why
we are so cautious; for if you yesterday treated us better than the Goats you have
had so long, it is plain also that if others came after us, you would in the same
manner prefer them to ourselves.”
Source: http://fablesofaesop.com/the-goatherd-and-the-wild-goats.html

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 5. The Gnat and the Bull
A Gnat settled on the horn of a Bull, and sat there a long time. Just as he was
about to fly off, he made a buzzing noise, and inquired of the Bull if he would like
him to go. The Bull replied, “I did not know you had come, and I shall not miss you
when you go away.”
Source: http://www.artofmanliness.com/2010/10/17/manvotional-aesops-fables/

6. The Man and the Little Cat

One day, an old man was having a stroll in the forest when he suddenly saw a
little cat stuck in a hole. The poor animal was struggling to get out. So, he gave
him his hand to get him out. But the cat scratched his hand with fear. The man
pulled his hand screaming with pain. But he did not stop; he tried to give a hand
to the cat again and again. Another man was watching the scene, screamed with
surprise, “Stop helping this cat! He’s going to get himself out of there”. The other
man did not care about him, he just continued saving that animal until he finally
succeeded, and then he walked to that man and said, “Son, it is cat’s Instincts that
makes him scratch and to hurt, and it is my job to love and care”.
Source: http://www.moralstories.org/the-man-and-the-little-cat/

What is It

Much has been written and discussed about leadership and how it
impacts organizations and small groups alike. Even the definition of leadership has
evolved through the years. A leader was often typecast as someone who is the head of
a group of people by virtue of having great strength and wisdom, or may have
inherited a position of power even if strength and wisdom were not part of this
person’s virtues.
Influences plays a major role in leadership. Chester Barnard (1938)
defined leadership as the ability of a person in position of authority to influence others
to behave in such a manner that goals are achieved. Power is also annexed to
leadership as espoused by French and Raven (1960) who said that a leader may obtain
power through various means and sources, such as position, giving rewards,
expertise, respect, or coercion.

Reading: SERVANT LEADERSHIP

While the idea of servant leadership goes back at least two thousand
years, the modern servant leadership movement was launched by Robert K.
Greenleaf in 1970 with the publication of his classic essay, The Servant as

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Leader. It was in that essay that he coined the words "servant-leader" and
"servant leadership." Greenleaf defined the servant-leader as follows: "The
servant-leader is servant first... It begins with the natural feeling that one
wants to serve, to serve first. Then conscious choice brings one to aspire to
lead. That person is sharply different from one who is leader first, perhaps
because of the need to assuage an unusual power drive or to acquire material
possessions...The leader-first and the servant-first are two extreme types.
Between them there are shadings and blends that are part of the infinite
variety of human nature."
"The difference manifests itself in the care taken by the servant-first to
make sure that other people's highest priority needs are being served. The best
test, and difficult to administer, is: Do those served grow as persons? Do they,
while being served, become healthier, wiser, freer, more autonomous, more
likely themselves to become servants? And, what is the effect on the least
privileged in society? Will they benefit or at least not be further deprived?"
Robert Greenleaf's concept of the servant-leader was stimulated by his reading
of Journey to the East by Herman Hesse. It is the story of a group of travelers
who were served by Leo, who did their menial chores and lifted them with his
spirit and song. All went well until Leo disappeared one day. The travelers fell
into disarray and could go no farther. The journey was over. Years later, one of
the travelers saw Leo again—as the revered head of the Order that sponsored
the journey. Leo, who had been their servant, was the titular head of the Order,
a great and noble leader.
In The Servant as Leader, Greenleaf said: ...this story clearly says—the
great leader is seen as servant first, and that simple fact is the key to his
greatness. Leo was actually the leader all of the time, but he was servant first
because that was what he was, deep down inside. Leadership was bestowed
upon a man who was by nature a servant. It was something given, or assumed,
that could be taken away. His servant nature was the real man, not bestowed,
not assumed, and not to be taken away. He was servant first. If there is a
single characteristic of the servant-leader that stands out in Greenleaf's essay,
it is the desire to serve.
A walk through The Servant as Leader provides a fairly long list of
additional characteristics that Greenleaf considered important. They include
listening and understanding; acceptance and empathy; foresight; awareness
and perception; persuasion; conceptualization; self healing; and rebuilding
community. Greenleaf describes servant-leaders as people who initiate action,
are goal-oriented, are dreamers of great dreams, are good communicators, are
able to withdraw and re-orient themselves, and are dependable, trusted,
creative, intuitive, and situational. Greenleaf described a philosophy, not a
theory.
However, based on the views of a number of scholars, the elements that
are most unique to servant leadership compared with other theories are: (1)

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the moral component, not only in terms of the personal morality and integrity
of the servant-leader, but also in terms of the way in which a servant-leader
encourages enhanced moral reasoning among his or her followers, who can
therefore test the moral basis of the servant-leader's visions and organizational
goals; (2) the focus on serving followers for their own good, not just the good of
the organization, and forming long-term relationships with followers,
encouraging their growth and development so that over time they may reach
their fullest potential; (3) concern with the success of all stakeholders, broadly
defined— employees, customers, business partners, communities, and society
as a whole— including those who are the least privileged; and (4) self-
reflection, as a counter to the leader's hubris.

What’s More

Activity: QUESTIONNAIRE ON ETHICAL AND SERVANT LEADERSHIP

Answer the following statements with a True or False.
1. Leaders can follow their whims and fancies.
2. Leaders are capable to do anything they like.
3. Leaders don’t need to mind their subjects.
4. Leaders should follow ethical principles.
5. Leaders are responsible.
6. Leaders are to serve others.
7. An Ethical Leader is someone who works for other people’s interests and not for his
own hidden agenda or ulterior motives as guided by sound principles.
8. Servant leadership is the type of leadership that puts others first before one’s own
self.
9. A servant leader listens deeply to others and empathizes with the people around
him/her.
10. A servant leader puts others’ concerns first and foremost above own self-interests
and motives.

What I Have Learned

As an adolescent who can be both a leader and a follower, what type of

leadership are you attracted to and you think will work best for you?

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 Lesson

3 Social Influence

What’s In

Our social relationships, although dictated to a certain extent by our neutral

reflexes, are also affected by other factors such as social influence. What is social
influence and how does it work in our lives?

What is It
Social Influence
An article on Social Influence written by Lisa Rashotte discussed a study
conducted by renowned social psychologists John R. P. French and Bertram Raven in
1959 on the concepts of power and this is used in social influence. According to
Rashotte, the authors defined social influence as things such as behavior, actions,
attitude, concepts, ideas, communications, wealth, and other resources that bring
about changes in the beliefs, attitudes, and/or behavior of persons as a result of the
action/s of another person.

Varieties or Types of Social Influence

Herbert Kelman, a Harvard psychologist, suggested that there are three
varieties of social influence, namely:
1. Compliance- is when a person seems to agree, and follows what I
requested or required of him or her to do or believe in, but does not
necessarily have to really believe or agree to it;
2. Identification- is when a person is influenced by someone he or she
likes or looks up to, like a movie star, a social celebrity, or a superhero;
and
3. Internalization- is when a person is able to own a certain belief or act,
and is willing to make it known publicly and privately.

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 Social scientist and psychologists identified other type of social influence as:

 Conformity is a type of social influence that involves a change in

behavior, belief, or thinking to be like others. It is the most common
and pervasive form of social influence. This is supported by the fact
that an adolescent is most susceptible to compelling need to seek
approval from others and be accepted by them in order to become a
friend and to belong to a social group.
 Conversion occurs when an individual wholeheartedly changes his or
her original way of thinking and beliefs, action, and attitudes to align
with those of the other members of a group. This also happens in a
group when the original beliefs, attitudes, and behavior of the
different members may have influenced each other to evolve into a
new set of belief, attitudes, and behavior.
 Reactance is when there is a willing rejection of a social influence
being exerted on an individual or group. This is also known as anti or
non-conformity. Reactance is a reverse reaction to some social
influence that is being imposed by a person or a group on another.
 Obedience is another form of social influence wherein a person
follows what someone tells him or her to do, although it may not
necessarily reflect the person’s set of belief or values. Similar to
compliance, obedience usually stems from either respect or fear of the
authority.
 Persuasion is used by one person or group to influence another to
change their beliefs, actions, or attitudes by appealing to reason or
emotion.

What I Have Learned

Do the following:
1. Give them examples of how social influence to social influence works?
2. Give an example of each type of social influence in your life.

Assessment
Compare your perception of yourself and how others see you.

______________________________________________________________________________
______________________________________________________________________________

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 ______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

Additional Activities
Conduct a mini-survey on Filipino relationships (family, school,
and community using either the online tools Survey Monkey or through
intervies. Identify how Filipono understand leadership and followrship, social
influecne, and social relationship.

References:
Santos, Ricardo Rubio. 2016. Personal Development, Quezon City: Rex Publishing, Inc

Garcia-Cox, Maria Gina. 2016. Personal Development, Pasay City: JFS Publishing Services

http://toservefirst.com/definition-of-servant-leadership.html

https://www.google.com/search?
q=personal+relationships&tbm=isch&ved=2ahUKEwip95KpmvbqAhW5yIsBHfPyBT8Q2cCegQIABAA&oq=p
ersonal+relationships&gs_lcp=CgNpbWcQA1CcGlicGmCIHGgAcAB4AIABAIgBAJIBAJgBAKABAaoBC2d3cy
13aXotaW1nwAEB&sclient=img&ei=72EjX-nDLrmRr7wP8-WX-
AM&bih=608&biw=1366#imgrc=uMS99TIkiyu9PM

https://www.google.com/search?
q=social+relationship&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj_6J73mfbqAhVUwosBHYJGAPEQ_A
UoAXoECBQQAw&biw=1366&bih=609#imgrc=TRpKTYhYg84NwM

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